i
SYNTACTIC AND MORPHOLOGICAL ERRORS ANALYSIS
IN SPOKEN ENGLISH OF MICRO TEACHING STUDENTS
OF THE ACADEMIC YEAR 2010/2011
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fufillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Fransiska Novi Kartikasari Student Number : 071214035
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vii ABSTRACT
Kartikasari, Fransiska Novi (2012). Syntactic and Morphological Errors Analysis in Spoken English of Micro Teaching Students of the Academic Year 2010/2011. Yogyakarta: Sanata Dharma University.
One aspect to show quality in the mastery of English is grammar accuracy. As mentioned in Write Well, Improving Writing Skills, Bram (1995) mentions that English Department students must follow the rules of English standard and avoid making any grammatical errors whenever they speak or write (p. 54). However, in the learning development itself, ELESP students as members of English department often produce ungrammatical utterances. Contrastively, as English teachers, they are supposed to grasp the knowledge of English grammar and to be models of responsible English users; that is to use it accurately, appropriately, and meaningfully. Therefore, it is essential to find out some types of errors they produce as well as the possible sources of errors.
There were two research questions presented in this research, namely (1) what are the types of syntactic and morphological errors produced by Micro Teaching students of the academic year 2010/2011? and (2) what are the possible causes of errors made by Micro Teaching students of the academic year 2010/2011?
In order to answer those two questions, the researcher conducted document analysis to find out the errors made by the respondents. The documents were the 19 respondents’ teaching transcripts. The errors found were then classified into several categories based on the linguistic category taxonomy, where the errors were classified according to the language components, and then check-listed into the four classifications of sources of errors proposed by Richards (1977),which are overgeneralization, incomplete application or rules, ignorance of rules restriction, and false hypothesized concept.
From the data gathered the biggest share went for word formation and consecutively followed by the auxiliary system, English sentence structure, prepositions, transformations, conjunctions, passive sentences, dan gerund and infinitive. The checklist revealed that a major cause of errors belonged to incomplete application of rules, where most of the errors were due to the missing of language elements belonging to both lexical categories and functional categories. This fact showed that the syntactic and morphological errors which the respondents produced were in a positive learning; according to Richards (1974), errors belonging to this category represent the degree of their learning to produce grammatical constructions. After finding out the errors and the possible sources of errors, the researcher proposed some recommendations to lecturers, students, and further researchers who are interested in this topic.
viii
ABSTRAK
Kartikasari, Fransiska Novi (2012). Syntactic and Morphological Errors Analysis in Spoken English of Micro Teaching Students of the Academic Year 2010/2011. Yogyakarta: Sanata Dharma University.
Kualitas penguasaan Bahasa Inggris salah satunya ditentukan oleh ketepatan pengunaan grammar. Seperti yang tertulis dalam buku Write Well, Improving Writing Skills, Bram (1995) menyatakan bahwa siswa jurusan Bahasa Inggris harus menggunakan Bahasa Inggris sesuai aturan standar serta menghindari membuat kesalahan gramatikal ketika berbicara maupun menulis. Seiring dengan perkembangan pembelajarannya, mahasiswa Pendidikan Bahasa Inggris (PBI) sebagai anggota dari jurusan bahasa sering memproduksi pola ucapan yang tidak gramatikal. Padahal, sebagai guru Bahasa Inggris, mereka diharapkan mampu untuk menjadi model pengguna Bahasa Inggris yang bertanggung jawab, yakni dengan menggunakan Bahasa Inggris secara tepat, akurat, dan bermakna. Oleh karena itu, beberapa tipe kesalahan yang muncul berikut penyebabnya menjadi penting untuk dipelajari.
Ada dua pertanyaan dalam penelitian ini, yakni (1) Tipe-tipe kesalahan dalam sintak dan morfologi apa saja yang muncul saat siswa melakukan praktek mengajar mikro? dan (2) Apa penyebab terbesar kesalahan grammatical yang muncul saat siswa melakukan praktek mengajar mikro?
Untuk menjawab kedua pertanyaan tersebut, peneliti melakukan analisa dokumen. Hal ini bertujuan untuk mencari tahu kesalahan yang dibuat oleh responden. Dokumen tersebut berupa transkrip rekaman praktek mengajar dari 19 mahasiswa. Kesalahan yang ditemukan kemudian dikategorikan berdasarkan linguistic category taxonomy, dimana peneliti dapat mengklasifikasikan kesalahan berdasarkan komponen-komponen bahasa, dan jga dikategorikan kemudian berdasarkan keempat klasifikasi penyebab kesalahan oleh Richards (1977).
Berdasarkan data yang diperoleh, kesalahan terbesar masuk dalam kategori word formation, dan secara berurutan diikuti oleh auxiliary system, English sentence structure, prepositions, transformations, conjunctions, passive sentences, dan gerund and infinitive. Hasil dari checklist menunjukkan bahwa penyebab kesalahan terbesar adalah incomplete application of rules, yakni hilangnya salah satu elemen bahasa yang masuk dalam kategori leksikal and fungsional. Kenyataan ini menunjukkan bahwa kesalahan responden merupakan suatu wujud pembelajaran positif. Menurut Richards (1974), keberadaan ini mengindikasikan suatu peningkatan pembelajaran untuk dapat menghasilkan pola ucapan yang gramatikal. Setelah mengetahui kesalahan yang muncul berikut penyebabnya, peneliti mengajukan beberapa rekomendasi bagi pengajar, mahasiswa, serta peneliti lain yang tertarik pada bidang ini.
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ACKNOWLEDGEMENTS
My endless gratefulness and never-ending gratitude goes to Jesus Christ and Mother Mary for endowing me with splendid blessings and love. Their blessings were never apart from me in my thesis accomplishment.
I would like to express my deepest and sincere appreciation to my sponsor, Christina Kristiyani, S.Pd, M.Pd. Her guidance, suggestions, feedback, attention, and motivation have given influential contributions for the accomplishment of this thesis. I also thank Drs. Barli Bram, M.Ed., Ph.D., Made Frida Yulia, S.Pd., M.Pd., and Sr. Margareth, FCJ for the valuable guidance.
I am greatly thankful to all PBI lecturers who have guided me during my studying in Sanata Dharma University. I will never forget their contribution in guiding me to be a mature person. I send my thankfulness to all of the Micro Teaching class students for the valuable research samples for my thesis and not to forget Mbak Dani, Mbak Tari, and all library staff for the assistance during my study.
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I express my sincere attitude to all of my friends of PBI’ 07 particularly Merici, Shanti, Calvin, Rudi, Peni, Deny and Hedwig and for the togetherness we have gone through during my study; to my friends in my former boarding house, Kos Idjoe: Ita, Dwi, Hita, Ussi, Mitha, Ria, Dio, Mbak Meta, Mbak
Tutik for the nights and days; and to my all friends in OMK St. Petrus Tegalsari particulary to Aji, Nico, Mas Toto, Mas Endro, Mas Hery, Gandi, Udhew and The Tomcats who often reminded me to finish my thesis and awaken my spirit when I got bored; to my KKN friends, Khenil, Andrea, Lita, Wene, Danang, and to Nathan for the golden advice for me to fight for life.
Finally, I would like to thank all people who have given me support, love, guidance, and prayers whose names cannot be mentioned one by one.
Fransiska Novi Kartikasari
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION 1.1 Research Background ... 1
1.2 Research Problems ... 4
1.3 Problem Limitation ... 4
1.4 Research Objectives ... 5
1.5 Research Benefits ... 5
1.6 Definition of Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Theoretical Description ... 9
2.1.1 Theory of Error ... 9
2.1.1.1 Different Types of Error ... 9
2.1.1.2 Linguistic Category Taxonomy ... 10
2.1.1.3 Sources of Errors ... 11
2.1.2 Dimensions of Grammar ... 12
xii
2.1.4 Syntactic Theories ... 16
2.1.4.1 Word-level Categories ... 16
2.1.4.2 Phrase Structure ... 22
2.1.4.3 Sentence Structures... 22
2.1.4.4 Complement Options ... 23
2.1.4.5 Transformations ... 24
2.1.4.6 Coordination Structures ... 26
2.1.4.7 Relative Clauses ... 27
2.1.4.8 Passive Structures ... 27
2.1.4.9 Tag Questions ... 28
2.1.4.10 Prepositions ... 29
2.1.4.11 Expletive There ... 29
2.2 Theoretical Framework... 29
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Methodology ... 32
3.2 Research Setting ... 33
3.3 Research Participants ... 33
3.4 Instruments and Data Gathering technique ... 34
3.5 Data Analysis Technique ... 35
3.6 Research Procedure ... 41
CHAPTER IV RESEARCH RESULTS AND DISCUSSION 4.1. Types of Errors ... 43
4.1.1 Data Presentation ... 43
4.1.2 Discussion... 49
4.1.2.1 Word Formation ... 49
4.1.2.2 The Auxiliary System ... 56
4.1.2.3 Preposition ... 59
4.1.2.4 English Sentence Structure ... 61
4.1.2.5 Transformations ... 62
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4.1.2.7 Passive Sentences ... 67
4.1.2.8 Gerund and Infinitives ... 69
4.1.2.9 Multiple Errors ... 69
4.2. Possible Sources of Errors ... 71
4.2.1 Data Presentation and Discussion ... 71
4.2.1.1 Incomplete Application of Rules ... 71
4.2.1.2 Overgeneralization ... 73
4.2.1.3 False Hypothesized Concept ... 75
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusions ... 79
5.2 Recommendations ... 80
5.2.1 For Students ... 80
5.2.2 For Lecturers ... 81
5.2.3 For Future Researchers ... 81
xiv
LIST OF TABLES
Table Page
2.1 A Sample Linguistic Category Taxonomy from Dulay et al. (1982) ... 11
3.1 The Classification of Errors and the Examples ... 36
3.2 Sources of Errors Checklist ... 37
3.3 The Frequency Distribution of the Sources of Errors ... 39
3.4 The Percentage Rank from High to Low ... 40
4.1 The Classification of Errors and Their Examples ... 44
4.2 Errors Belonging to Incorrect Structure of Plural Noun ... 50
4.3 Errors Belonging to Incorrect Structure of Past Participle ... 51
4.4 Errors Belonging to Incorrect Verb after Third Person Singular ... 52
4.5 Errors Belonging to Incorrect Use of Indefinite Article ... 53
4.6 Errors Belonging to Incorrect Use of Definite Article ... 54
4.7 Errors Belonging to Incorrect Structure of Simple Past ... 54
4.8 Other Errors within Word Formation ... 55
4.9 Errors on Auxiliary System ... 56
4.10 Errors on the Use of Be and Have ... 57
4.11 Errors Belonging to Incorrect Use of Preposition ... 59
4.12 Errors Belonging to Incorrect Structures of English Sentence ... 61
4.13 Errors Belonging to Incorrect Transformation ... 62
4.14 Errors Belonging to Incorrect Use of Conjunctions ... 66
4.15 Errors Belonging to Incorrect Construction of Passives ... 67
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4.17 Multiple errors ... 70
4.18 Errors Belonging to Incomplete Application of Rules ... 71
4.19 Errors Belonging to Overgeneralization ... 73
xvi
LIST OF FIGURES
Figure Page
2.1 The Three Dimensions of Grammar ... 13
2.2 The Surface Structure for Which car should the man repair? ... 25
2.3 The Surface Structure for Do those birds sing? ... 26
4.1 The Transformation of When will the party be held? ... 63
4.2 The Transformation of What have we learnt? ... 63
4.3 The Transformation of the Embedded Clause of What appointment is ... 65
xvii
LIST OF APPENDICES
Appendix Page
CHAPTER 1 INTRODUCTION
This chapter consists of research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.
1.1 Research Background
English Language Education Study Program, further being referred to as ELESP, is a study program under the faculty of teachers training and education. As written in Panduan Akademik (2007), one of the goals to achieve is to generate scholars with the competences of being professional, which is having a wide and deep mastery on English subject (p. 2). Celce-Murcia and Larsen-Freeman (1983) put her insights on the skills or competencies that professional English teachers are ideally expected to have as follows.
becomes a subject to teach to the next youth. Therefore, a great comprehension of grammar is highly required to have by ELESP students.
The second competence is to give a good linguistic model. She/he should seemingly be a native or near-native speaker of English. Expectedly, she/he is able to be an excellent model for the students by demonstrating good and fluent control of English (p. 1). This is expected to occur both in written English and Spoken English. As written in the book of Write Well, Improving Writing Skills (1995) written by Bram, English Department obliges its students to also follow the rules of standard English grammar and/or avoid making any of the grammar errors whenever they speak or write English (p. 54). In this book, there are points of grammar to be fulfilled during speaking which are referred to as minimum requirements; they include concord, finite verb, tenses, verb group, and articles (pp. 55-56). As stated in this book, these minimum requirements are minimum criteria to qualify themselves to be members of English department.
primarily for teacher candidates. The errors in spoken English vary; they can be errors in the area of phonology, morphology, syntax, and semantic. This research is going to focus on morphology and syntax.
As a matter of fact, EFL learners whose mother tongue is Indonesian often find it difficult to learn English. English provides language systems which are obviously more complex by the use of tenses, singular and plural form, masculine and feminism use of pronoun, dissimilar to Indonesian. The considerable distinction on its system brings grammatical system to be problematic to EFL learners. This was proven by the observable finding of frequent basic grammatical errors produced by Micro Teaching students when conducting micro teaching in lower semester classes in ELESP. The examples of the errors found are *Are you feel okay? and *Do you know what is the meaning of plaid? Half of the errors in fact deviate from the obligation of English Department mentioned previously by Bram in his book Write Well, Improving Writing Skills (1995). From the errors observed, the researcher found it worthwhile to conduct a research on grammar.
by a senior whose research subjects are students of Business Communication at Wisma Bahasa, this research is intended to figure out the types of morphological and syntactic errors in spoken English by Micro Teaching students of English Language Education Study Program, Sanata Dharma University.
1.2 Research Problems
There are problems stated in this research that are formulated in two questions.
1. What are the types of syntactic and morphological errors produced by Micro Teaching students of the academic year 2010/2011?
2. What are the possible sources of errors made by Micro Teaching students of the academic year 2010/2011?
1.3 Problem Limitation
1.4 Research Objectives
Since this research has two research problems, this research has two research objectives as well. The first is to figure out the types of syntactic and morphological errors produced by the Micro Teaching students of the academic year 2010/2011. The second objective is to figure out the possible sources or errors produced by the Micro Teaching students of the academic year 2010/2011.
1.5 Research Benefits
This research brings benefits for both the respondents and the English lecturers. For the respondents, this research helps the respondents to become aware of the errors so that they make greater effort to have self error correction of their errors for the betterment. It is expected that they regard grammar as one important element in speaking as well as in writing. Since ELESP students are candidates of English teachers, they must be able to speak fluently by using correct grammar in order to be good models for the students. Through analyzing the errors, they are expected not to make the same errors again.
awareness, it is expected that the lecturers will give possible recommendation or create a strategy to overcome the problems.
1.6 Definition of Terms
Some terms below need to be defined in order to avoid misunderstanding. The terms are as follows.
1. Morphology
Morphology is defined by O’Grady (1997) as “the system of categories and rules involved in word formation and interpretation” (p. 132). Morphology is the area of study which guides the language learners to produce standardized English words. There are many morphological phenomena; however, the researcher defines the area of morphological phenomena in the field of affixation English inflectional affixation and English derivational affixation, internal change, and compounding. In this research, the utterances produced by Micro Teaching students which deviate from the rule of morphological formation are regarded as morphological errors, while the other errors related with phrasal, clausal and sentential construction, belong to syntactic errors.
2. Syntax
students which do not follow the rules of syntax of Standard English are regarded as syntactic errors. Syntactic errors include incorrect use of preposition, incorrectness on auxiliary systems, incorrect transformation, incorrect structure of English sentence, incorrect passive sentences, incorrect construction of English, incorrect application of gerund and infinitives, and incorrect use of conjunctions. 3. Error
An error as stated by Norrish (1983) is “a ‘consistent deviation’ because the learner has not learnt something so that he consistently ‘gets it wrong’” (p. 7). An error is different from a mistake. It can be called an error if learners make deviancy because they have not learnt the correct form, while it is a mistake if learners are actually conscious that ‘it is wrong’ because they have acquired the information. In this research, all utterances which deviate from the rules of morphology and syntax are regarded as errors. This judgment is without any efforts from the researcher to investigate whether or not they have acknowledged the information. The errors analyzed are the nonstandard English morphological formations and nonstandard English syntactic constructions. The errors, indeed, include the ungrammatical utterances because of the incorrectly pronounced words. Nonetheless, this research does not analyze the errors from the phonological aspect.
4. Micro Teaching
to apply them in a real classroom teaching situation and to evaluate their teaching performance” (Panduan Akademik, 2007, p. 90). This is a course to prepare students before carrying out a real teaching practice in Senior High School or Junior High School through Program Pengalaman Lapangan (PPL). It is the first formal teaching practices in ELESP that its students must confront. In this research, Micro Teaching students are ELESP students who are conducting teaching practices in Micro Teaching class.
5. Spoken English
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the related literature which serves as the basis to answer the research questions. There are two major parts in this chapter, namely theoretical description and theoretical framework.
2.1 Theoretical Description
This part provides four major underlying theories for the research, namely theory of errors, dimensions of grammar, morphological phenomena, and syntactic theories.
2.1.1 Theory of Error
As this research deals with errors analysis, it is significant to provide some theories regarding errors. They are different types of error, linguistic category taxonomy, and sources of errors.
2.1.1.1 Different Types of Error
Norrish (1983) has distinguished different types of anomalous language behavior: the error, the mistake, and the lapse (p.7-9). Norrish (1983) defines error as a consistent deviation because the learner of English as a second or foreign language has not learnt the correct form (p. 7).
foreign language has noticed or been taught and sometimes uses the wrong form, for example the English verb ’must’ does not follow the same pattern as some of the other modal verbs (p. 8). There is time when he uses he must go and *he must to go. He calls a mistake if sometimes the learner makes a mistake and uses the wrong form, yet sometimes he uses the correct form (p. 8).
The last type is lapse. It is “due to lack of concentration, shortness of memory, fatigue, etc” (Norrish, 1983, p. 9). He further states that “a lapse bears a little relation to whether or not a given form in the language has been learnt, has not been learnt or in the process of being learnt” (p. 9).
2.1.1.2 Linguistic Category Taxonomy
The example of this type of error classification and the examples of English learners’ errors are seen in Table 2.1.
Table 2.1 A Sample Linguistic Category Taxonomy from Dulay et al. (1982) Linguistic Category Error
Type
Example of Learner Error
1. Morphology
A. Indefinite article incorrect *A ant B. Past participle incorrect *He was call 2. Syntax
A. Word order
(i) Repetition of the object *The bird (object) he was gonna shoot it B. Transformation
a. Theretransformation
(i) Omission of there *Is one bird
b. Question transformation
(i) Omission of auxiliary *How the story helps?
2.1.1.3 Sources of Errors
Richards (1977b) distinguishes sources of errors into three different categories (as cited in Ellis, 1994, p. 58). They are as follows.
2.1.1.3.1. Interference errors
They occur because of “the use of elements from one language while speaking another” (p. 58). One example is *I go not.
2.1.1.3.2. Intralingual errors
2.1.1.3.2.1. Overgeneralization
It includes “where the learner creates a deviant structure on the basis of his experience of other structures in the target language” (p. 174). One example is
*He can sings instead of He can sing. 2.1.1.3.2.2. Ignorance of rule restriction
It is a “failure to observe the restriction of existing structures” (p. 175). An example is *He made me to rest.
2.1.1.3.2.3. Incomplete application of rules
It is “the occurrence of structures whose deviancy represents the degree of development of the rules required to produce acceptable utterances” (p. 177). One example is *You like to sing?
2.1.1.3.3. Developmental errors
They “illustrate the learners attempting to build up hypotheses about the English language from his limited experience of it in the classroom or textbook” (p.174). Next it was called as false hypothesized concepts. It is a “faulty comprehension of distinctions in the target language” (p. 178). An example is the use of ‘was’ as a marker of past tense in *One day it was happened.
2.1.2 Dimensions of Grammar
morphological evidence comes from the inflectional and derivational properties of words. Inflectional deals with different forms of the same (e.g. the plural form of a noun like cat is formed by adding the plural inflection -s to give the form cats), while derivational deals with the processes where a word can be used to form a different kind of word by adding another morpheme ((e.g. by adding the suffix – ness to the adjective sad we can form the noun sadness) (p. 29).
Aronoff (1985) mentions “Inflectional is generally viewed as encompassing the ‘purely grammatical’ markers, those for tense, aspect, person, number, gender, case, etc” (p. 2). The few inflections are signaled by a comparatively small number of regular morphemes:
Verb inflections
(i). Past tense: ed (attack + ed) (ii). Past participle: ed (attack + ed) (iii). Present participle: ing (attack + ing)
(iv). 3rd person singular present tense: s (attack + s)
Noun infections
(v). Plural: s (dog + s)
(vi). Possessive: ‘s, s’ (dog + ‘s, dog + s’)
Adjective/adverb inflections
(vii). Comparative: er (large + er) (viii). Superlative: est (large + est)
According to Radford (1997b), there are three complications which should be pointed out:
1. The existence of irregular nouns like sheep, which are invariable and hence have a common singular/plural form (cf. one sheep, two sheep) (p. 30)
an uncountable mass and for this reason are called mass noun or noncount noun, and so cannot be pluralized, *two furnitures) (p. 30).
3. Noun expression which contain more than one noun; only the head noun in such expressions can be pluralized, not any preceding noun used as a dependent or modifier of the head noun: thus, in expressions such as car doors, policy decisions, skate boards,… the second noun is the head noun and can be pluralized, whereas the first noun is a nonhead … and cannot be pluralized (p. 30).
O’Grady (1997) mentions that derivation is “an affixational process that forms a word with a meaning and/or category distinct from that of its base (p. 122). He further states “derivational affixes characteristically change the category and/or the type of meaning of the form to which they apply” (p. 132). The examples of English derivational affixation is modern (Adj) + -ize (affix) becomes modernize (V).
2.1.3.2. Internal change
It is “a process that substitutes one non-morphemic segment for another” (O’Grady, 1997, p. 141). For example drive to be drove.
2.1.3.3. Suppletion
2.1.3.4. Stress and Tone Placement
According to O’Grady (1997), it is a case where “a base can undergo a change in the placement of stress or tone to reflect a change in its category” (O’Grady, 1997, p. 142). For example: import (as a noun) and import (as a verb). 2.1.3.5. Reduplication
It is a repetition of all or parts of the base to which it applies to mark a grammatical or semantic contrast (O’Grady, 1997, p. 143).
2.1.3.6. Compounding
It is “a combination of lexical categories (noun, adjective verbs, or preposition) to create a larger word” (O’Grady, 1997, p. 143). For example bluebird.
2.1.4 Syntactic Theories
Syntax is a term used for the study of the rules governing the way words are combined to form sentences (Finch, 2005, p. 73). It deals with an emphasis on the manner in which words are combined to form various types of sentences. This includes four sections, namely word-level categories, phrase structure, sentence structure, complement options, transformations, coordination structures, relative clause, passive structures, tag question, preposition, and expletive there.
2.1.4.1 Word-level categories
in sentence formation.; they are noun (N), verb (V), adjective (A), preposition (P), and adverbs (Adv). The second syntactic category, non-lexical categories (also called as functional categories), includes determiner (Det), auxiliary verbs (Aux), conjunctions (Con) and degree of words (Deg). Such elements generally have meanings that are harder to define and paraphrase than those of lexical categories.
1.1.1.1.1. Noun
Noun is a type of word that behaves in a particular manner (Finch, 2005, p. 103). Nouns are classified into two; they are common noun, e.g. woman and proper noun, which is not used with the articles or with other parts of the determiner, e.g. Sally (Roberts, 1964, pp. 101-102). Common noun consists of two types, the first is noncount noun, which refers to uncounted things and the second count noun, which refers to countable things. (Roberts, 1964, pp. 101-102). “A singular count noun cannot stand on its own as a complete noun expression; rather, it requires a premodifying determiner like a/the/another/this/my etc “(Radford, 1997a, p. 47).
1.1.1.1.2. Verb
do not (Finch, 2005, pp. 122-123). These have an unpredictable past tense, such as catch→caught, and take→took.
1.1.1.1.3. Adjective
Adjectives are words that specify the attributes of nouns (Finch, 2005, p. 78). According to him, in formal terms adjectives are usually defined by their distribution, that is, where they can occur in word strings: first, in an attributive position with noun phrase, as in the lovely book; and secondly, in a post verbal, or predicate position as in the book is lovely (p. 78). He further mentions that any adjectives are gradable; first, they can be modified by degree words, such as very and quite, indicating intensity (e.g. very beautiful, quite short) and the second, they can also be used in a comparative and superlative form (lovely, lovelier, loveliest (Finch, 2005, p. 78).Comparative forms are made with either suffix -er or the word more. However, superlative forms are made with either suffix -est or the word most. Suffix -er and suffix -est are used with adjectives and adverbs of one syllable, e.g. tall/taller/-the-tallest and with adjectives that end in -y (2 syllables), e.g. busy/busier/busiest (Krohn, 1977, pp. 164-167). The word more and mostare used with most adjectives and adverbs of two or more syllables, e.g. careful/more careful/-the- most careful and with adverbs that have the adverb suffix -ly, e.g. carefully/more carefully (Krohn, 1977, pp. 164-167).
1.1.1.1.4. Adverb
108). Many adverbs, although not all, are formed by adding the suffix -ly onto an adjective, e.g. beautifully, quickly, sadly
1.1.1.1.5. Prepositions
Prepositions, are “words that relate two parts of a sentence together where the relationship is typically one of tie, place, or logic” (Finch, 2005, p. 108). He further mentions that simple preposition consists of one word (e.g. about) and complex prepositions of more than one word (e.g. in front of) (p. 108).
1.1.1.1.6. Determiners (Det)
Determiners are a class of words that always occur with a noun and serve to specify, or ‘determine’, its number and definiteness (Finch, 2005, p. 86). Radford (1997a) elaborates the functions of determiners into the following.
1.1.1.1.6.1. A, an, andthe
Article a, an, and the function to modifies a singular count noun (p. 47). According to Radford (1997a), determiners can be used to premodify any kind of noun, yet restricted for the use of a(n) to only premodify a singular count noun (p. 47). Definite article the is used when the noun follows names an identified specimen; that is, when the hearer knows which person, place, or thing the noun refers to, both singular and plural. However, the is not used with names of persons, languages, most countries, streets, or time of the day (Krohn, 1971, pp. 54-55).
1.1.1.1.6.2. This/that/these/those and my/your/his
function to introduce referring expressions (p. 46)
1.1.1.1.6.3. Some, many, and several
Quantifiers (some, many, several) function to denote quantity (p. 46). According to Krohn (1971), some can be used together with both count nouns as plural to mean an indefinite number of countable things and noncount nouns to mean an indefinite quantity of something not countable (p. 51).
1.1.1.1.7. Auxiliary (Aux)
Auxiliary, popularly known as ‘helping verbs’, are restricted both in form and in distribution. Many of them, such as can/could and shall/should, have only two forms to indicate present and past. They don’t have any ing-form for instance
*canning or *shalling. In addition, they can never serve as main verbs; they must always occur with a lexical verb. There are two kinds of auxiliary verb: primary auxiliaries and modal auxiliaries.
Primary auxiliary is capable of acting both as auxiliaries and as lexical verbs (i.e. be, have, and do). In this latter capacity, they are responsible for the generation of both the progressive and perfect aspect and the passive voice. The second kind, the modals, as their name suggests, are responsible for the particular mood of the verb phrase. They serve to indicate such moods as permission (can/could), intention (will, would), and compulsion (must). Interestingly, where they occur in verb phrase, they are subject to a fixed order:
e.g. She could have been being beaten
1.1.1.1.8. Conjunctions (Con)
Conjunctions are “words that join sentences or parts of sentences” (Roberts, 1964, p. 285). He mentions that there are two main kinds of conjunctions: coordinating (i.e. and, but, and or) and subordinating (e.g. if, when). The first sort links together units that are equal status. The second involve a more complex relationship between units being joined, where one is thought to be subordinate to, i.e. dependent to the other.
1.1.1.1.9. Degree words
Degree words belong to functional categories as “such elements generally have meanings that are harder to define and paraphrase than those of lexical categories” (O’Grady, 1997, p. 157). Some examples of degree words are as follows.
Very means “to a high degree”, e.g. John is very tired. Therefore, he can’t study (Krohn, 1971, p. 139).
So means “to the extent of degree” e.g. so far from (Hornby, 1974, p. 817) Too means “excessive”, e.g. John is too tired to study. Too tired to study means that “to study” is something that will not (or did not, does not, or should not) happen. Very cannot be used in this situation (Krohn, 1971, p. 139).
noun, as in I have enough strength to lift that box, or follows a noun, as in I have strength enough to lift that box (Azar, 1989, p. 177).
More, according to Hornby (1974), means “greater in number, quantity, quality, degree, size, etc” (p. 549). Its usage description is seen in page 19.
2.1.4.2 Phrase Structures
According to Roberts (1964), a phrase is a group of words or a single word (p. 10). He further mentions that there are five kinds of phrases; they are as follows, prepositional phrases, participial phrases, gerund phrases, infinitive phrases, and appositive phrases (p. 10).
Firstly, a prepositional phrase is “a group of words beginning with a preposition and usually ending with a noun or pronoun” (p. 37), e.g. The rapidly developing storm kept small boats in port.
Secondly, a participial phrase, is “a phrase containing a participle and any complements or modifiers it may have” (p. 42), e.g. Removing his coat, Jack rushed to the river bank. Thirdly,
Thirdly, a gerund phrase, is “a phrase consisting a verbal noun and any complements or modifiers it may have” (p. 46), e.g. Carrying coals to Newcastle is a traditional example of the unnecessary.
Fourthly, an infinitive phrase, “consists of an infinitive and any complements or modifiers it may have” (p. 46) e.g. We intend to leave early.
Lastly, an appositive, is “a noun or pronoun-often with modifiers-set beside another noun or pronoun to explain or identify it” (p. 50), e.g. Your friend Tina
2.1.4.3 Sentence Structures
The largest unit of syntactic analysis is the sentence (S) (Roberts, 1964, p. 1). He further defines sentences into two: kernel sentences and transform. He describes kernel sentences as “elementary sentences of the language, the stuff from which ‘all else’ is made”, while transforms as the “’all else’ structure” drawn from the kernel to produce more complicated structures of English sentences (p. 1).
Traditionally, a kernel sentence contains two main parts: noun phrase (NP), functioning as subject, and verb Phrase (VP), functioning as predicate. Warriner (1982) writes that how long the subject or predicate is, it always becomes the core of sentence or utterance-an essential part (p. 24). Sentences have their head an abstract category dubbed ‘infl’, short for inflection, which indicates the sentence’s tense (e.g. they are either past or non-past).
2.1.4.4 Complement Options
the weekend in Tom runs at the weekend and a Predicator Complement to work in
Tom runs to work.
Downing and Locke (1992) mention that complements play as subject complements and object complements (pp 50-53). The subject complements which are realized by Adjectival Groups is, according to Downing & Locke (1992), “the obligatory constituent which follows a copular verb and which cannot be made Subject in a passive clause” (p. 50), e.g. That journey was a mistake. There are verbs used to link the subject to its complements; they are be, seem,
transition (become, go, grow, turn), and perception (sound, smell, look). Secondly, object complement is “the constituent which completes the prediction when the verb chosen leads us to specify sme characteristics of the direct object” (Downing & Locke, 1992, p. 53). According to Downing and Locke (1992), the object complement, which is realized by nominal group, is linked in an intensive relationship with the direct object, though it is not linked by a copula, e.g.
Circumstances have made the brothers enemies (p. 53).
2.1.4.5 Transformations
are built up in two distinct levels of syntactic structure (p. 203). The first step is forming a structure in which the auxiliary takes its normal position in inflection within Complement Phrase (CP), that is between subject and the Verb Phrase (VP). The second step involves transformation. This step is known as inversion, where it moves an element from the normal inflection position to the head Complementizer position of CP (p. 203)
Figure 2.2 Surface structure for Which car should the man repair? Inflection moves to the C position and the WH phrase moves to the specifier position under CP
Transformation in interrogative involves three subdivisions, including inversion in yes-noquestions, WH-movement, and do-insertion (O’Grady, 1997, pp. 203-212). According to O’Grady (1997), the first, yes/no question, involves an auxiliary inversion; that is to inverse the auxiliary form the inflection position to head Complementizers (C) position of Complement Phrase (CP). According to O’Grady (1997), the second, WH-movement, requires a transformation that will move the WH-phrase from normal position to the specifier position under CP. The process of WH-movement and auxiliary inversion can be seen in Figure 2.2.
there is nothing for the inversion transformation to move (p. 209). He mentions that English circumvents this problem by adding the special auxiliary verb do; it applies do to be inserted into sentence that do not already have an auxiliary verb, thereby making inversion possible. He further mentions that it inserts interrogative dointo an empty inflection position (O’Grady, 1997, p. 210). The do insertion and its inversion can be seen in Figure 2.3
Figure 2.3 Surface tructure for Do those birds sing? Do is inserted in inflection position and is inversed to C position under CP
2.1.4.6 Coordination Structures
A common syntactic pattern in English and other languages is formed by grouping together two or more categories of the same type with the help of a conjunction such as and or or (O’Grady, 1997, p. 222). It is known as coordination. O’Grady (1997) mentions four important properties that coordination exhibits. First, there is no limit on the number of coordination categories that can appear prior to the conjunction, e.g. [NP A man, a boy, a cat,
Third, coordinated categories must be the same of the same type, e.g. [VP go to the
library] and [VP read a book] (p. 222). Finally, the category type of the coordinate phrase is identical to the category type of the elements being conjoined. Hence, if VPs are coordinated, the coordinate structure is a VP, if NPs are coordinated, the coordinate structure is an NP; and so on, e.g. [VP read a book]
or [VPwalk the dog] (p. 224).
2.1.4.7 Relative Clause
Azar (1989) mentions that an adjective clause is ‘a dependant clause that modifies a noun, it describes, identifies, or gives further information about a noun” (p. 238).O’Grady (1997) believes relative clause resemble embedded WH-question in two respects. First, it begins with a WHword such aswho or which. Second, there is an empty position within a sentence from which the WH phrase has apparently been moved. The first step in the formation of the relative clause involves the deep structure, e.g. Sue may know the man Bob criticized who. Here, the WHword whoplays as complement of the verb criticizesince it corresponds to the person who is criticized. The next step is the application of the WH movement. The sentence then becomes Sue may know the man whom Bob criticized (pp. 227-228).
2.1.4.8 Passive Structures
necessary to distinguish between the agent (the doer of the action designated by the verb) and the theme (the entity directly affected by the action) (p. 229). For example (a) The thieves took the painting and (b) The painting was taken (by the thieves). The (a)sentence is called active because the agent is encoded as subject of the sentence while the (b) sentence is called passive in the recognition of the fact that the theme is encoded as subject. O’Grady (1997) mentions three distinctive properties in English passive.
“Passive construction involves a major reduction in the importance of the agent; indeed, whereas the agent serves as subject of an active clause, it is not expressed at all in the vast majority of passive sentences in English” (p. 190). “Some other NP-usually the direct object of the corresponding active sentence-functions as subject in the passive sentence (p. 190).
“Verbs that cannot occur with a direct object NP in an active sentence typically cannot occur in a passive sentence (p. 190).
According to Azar (1989), to form a passive sentence, direct object from active sentence must be repositioned as the subject and the verb must be reformed to be past participle (p. 120).
2.1.4.9 Tag Questions
statements. Secondly, if a form of be or an auxiliary (e.g. can, has, does) occurs in the statement part, it is repeated in the tag. Thirdly, if there is no auxiliary in the first part, do or does (or do not or does not) appears in the tag (p. 267). For examples John is here, isn’t it? and Mary isn’t here, is she? and the response are
Yes, he is and No, he isn’t (Krohn, 1971, p. 267).
2.1.4.10 Preposition
Burton (1982) states that preposition means “placed before” (p. 135). He mentions that it is used with noun or pronoun to show relationship between persons or things or actions (p. 135). He further mentions preposition to be followed by noun or pronoun as accusative (or objective) case (p. 135). For example The mayor sent a letter to him and me. It, indeed, can be followed by personal pronoun, e.g. He sent a message to me.
2.1.4.11 Expletive ‘There’
The expletive there is different from the adverb there, which is used to indicate place (Krohn, 1971, p. 148). For example There’s a book there. There at the beginning functions as expletive, while there at the end functions as an adverbial of place (Krohn, 1971, p. 148).
2.2 Theoretical Framework
principle of errors and to select the proper term for the deviancy. The researcher selected the term error to be the representatives of any anomalous behavior as proposed by Norrish (1983) though the researcher did not strive to know whether or not the respondents have learnt the information of morphological and syntactic rules.
Research analysis involved classification of errors. In order to help researcher organize the findings, the theory of linguistic category taxonomy proposed by Dulay et al. (1982) was employed in the process of classifying errors according to its categories before analysis. This theory allowed for unrestricted categorization of errors, and therefore the categorization was chosen based on the existence of errors that the respondent’s made.
Another theory that corresponds to errors was Richards’ (1974) theory which underlined intralingual errors; they are overgeneralization, incomplete application of rules, ignorance of rules restrictions, and false hypothesized concept. This became the underlying theory to design checklist. Its function was to help the researcher classify errors into those four categories in the checklist.
inflectional affixation and English derivational affixation as the most commonly occurred morphological phenomenon.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents detailed discussion about the methodology employed in this research. The discussion consists of six subdivisions, namely research method, research setting, research participant, research instrument and data gathering technique, data analysis technique, and research procedure.
3.1 Research Method
This research employed a descriptive research. Through a descriptive research, the researcher described and interpreted the data. It was a non-experimental research and the researcher had no role in controlling the variables or manipulating the data. Descriptive research is also called as qualitative research. Best (1977) states that descriptive research involves the description, recording, analysis, or interpretations toward a particular condition that are already occurred even though without any observation or analysis and that are related to the present condition (p. 25). Larsen-Freeman and Long (1991) elaborate the definition of qualitative method as below:
The prototypical qualitative methodology is an ethnographic study in which the researchers do not set out to test hypotheses, but rather to observe what is present with their focus, and consequently the data, free to vary during the course of the observation (p. 11).
sources of data (Best, 1977, p. 129). The use of documents was appropriate since the documents employed in this research were factual data; that is the Micro Teaching students’ speech transcripts in their natural teaching.
3.2 Research Setting
This research selected Micro Teaching class students of the academic year 2010/2011 of English Language Education Study Program. It was conducted in Sanata Dharma University. The process from permission up to collecting research samples, which were video recordings, was held at the end of April until the middle of June in 2011. The research results analysis ended on April 2012.
3.3 Research Participants
this sampling, the researcher selected a group of people as the research samples without having to access to list the respondent one by one to be the research samples. In this research, the researcher selected 19 respondents belonging to a single Micro Teaching class to be the representatives of the whole population of Micro Teaching students of the academic year 2010/2011. It was expected that the result of the samples could holistically represent accurately the picture or understanding of the population and the generalization based on the data obtained. In addition, cluster sampling is a more convenient tool to save time and energy for the researcher to collect samples.
The background reason for the selection of the population was the fact that the respondents had conducted Micro Teaching. Through this Micro Teaching experience, it was expected that they act as seemingly a native or near-native speaker before entering actual teaching practices in schools, known as Program Pengalaman Lapangan (PPL).
3.4 Instruments and Data Gathering Technique
This research employed three main instruments to gain the data, namely human as instrument and the transcript. They were as follows.
1. Human as instrument
documents and written records, and records their information in field notes and journals (p. 424). In this case, the researcher played an important role in the process of data gathering; that was listening to the Micro Teaching students’ speech and transcribing it into written form. From the written from, the researcher found the syntactical and morphological errors to be analyzed.
2. The transcripts
Bogdan (2003) has mentioned document to refer to materials such as photographs, videos, films, memos, letters, diaries, clinical case records, and memorabilia of all sorts that can be used as either supplementary or primary source of data (p. 57). Collecting data through analyzing the document which were Micro Teaching students’ speech’ transcripts aimed at obtaining detailed evidence of the morphological and syntactic errors production in spoken English. Their recorded teaching performances were in the natural setting on how they conducted Micro Teaching. These were taken without the presence of the researcher, thus Micro Teaching students were not disturbed and they were not aware that their performances were being observed and analyzed.
3.5 Data Analysis Technique
The data was described and interpreted to obtain result of the research. The analysis technique was through various steps. They were as follows.
1. Transcription
observe the errors. The transcribed data were emphasized on the respondents’ speaking production. Nevertheless, it did not exclude the simulated students’ speaking production. Through the transcripts, the researcher then identified and highlighted the observable errors to be processed further.
2. Classification
It included two classifications. Firstly, the researcher sorted the error into categories according to the type it belonged, such as word formation, preposition, the auxiliary systems, transformation, the English structure pattern, passive sentences, gerund and infinitives, and also conjunctions. Afterwards, it was subdivided into smaller categories, for example word formation was subcategorized into incorrect simple past, incorrect past participle, incorrect third person singular, and so forth. These categories of errors mentioned earlier were decided from the presence of errors that Micro Teaching class students produced. The more obvious example of morphological and syntactical errors classification can be seen in Table 3.1.
Table 3.1 The Classification of Errors and Their Examples
Types Subtypes Example of
Secondly, the researcher employed checklist as a tool in the classification of sources of errors. Richard (1974) proposed four kinds of sources of errors. They are overgeneralization, incomplete application of rules, ignorance of rules restriction, and falsely hypothesized concepts. The checklist can be seen in Table 3.2.
Table 3.2 Sources of Errors Checklist
No Errors
Sources of Errors Overgeneralization
Incomplete Application
of Rules
Ignorance of Rules Restriction
Falsely Hypothesized
Concepts 1. A
2. B
3. C
Etc
In the process of classifying errors into the four categories of sources of errors, the researcher made use of certain criteria adapted from Richard (1974). The first is overgeneralization. Errors belonging to this category are those which the construction comes from the application of a previously learned rule for a new situation which it does not apply. Any incorrect construction which is influenced by another similar construction belongs to this category. Errors belonging to this category are as follows.
Incorrect use of has/have, are/is, this/these/those, a(n)/the, do/does Wrong selection of verbs (i.e. infinitive, past, or past participle) to suit with the tense aspect
The use of double verbs
The use of declarative word order for question word order or vice versa The second is incomplete application of rules. Any errors belonging to this category are those which were not constructed completely. There was a missing of a linguistic element which should exist in a correct construction of Standard English. The incomplete construction is regarded as an error since it deviates from standardized English rules of syntax and morphology. Errors belonging to this category are as follows.
A missing of functional categories, such as suffix -s, auxiliary, determiners, etc
A missing of lexical categories, such as noun as subject or verb
The third one is ignorance of rules restriction. These errors occurred because the respondents did not thoroughly understand about the restriction of rules in English. In other words, there is a specific case where a particular strategy does not apply for common situations. In this case, overgeneralization and ignorance of rules restriction have a slight difference in its definition. However, errors which do not belong to the category of overgeneralization are categorized into ignorance of rules restriction. Errors belonging to this category are as follows.
The use of article before particular nouns such as name of streets, name of people, most of countries, plural nouns and noncount nouns.
Wrong use of possessive pronoun or subject pronoun Wrong use and double use of preposition
Wrong application of conjunctions, passive structures, subjunctives, etc. The last one is false hypothesized concept. Errors belonging to this category occur because the respondents made such errors because of their miscomprehension in the process of acquiring the English rules. This miscomprehension results in a deviant morphological and syntactical construction from Standard English. One example of this category is a wrong understanding of the word happen as transitive verb.
Table 3.3 The Frequency Distribution of the Sources of Errors
By using such criteria, the errors were sorted out to what possible source of errors it belonged. Through the checklist, the researcher got the frequency distribution of sources of errors. This calculation showed the majority sources of errors, which answer the research second question. The frequency distribution of the sources of errors is seen in Table 3.3.
3. Counting
Having organized into tables as seen in Table 3.1 and Table 3.2, the data then were calculated into percentage. Since there were two problems formulated in chapter 1, the calculation included two; (1) the classification of error types; and (2) the calculation of the frequency distribution of sources of errors. The
No Sources of Errors Percentage
(%) 1. Over-generalization
2. Incomplete Application of Rules 3. Ignorance of Rules Restriction 4. Falsely Hypothesized Concepts
frequency was calculated per error in the categories. The errors were calculated in percentage as follows:
∑
Where n is the total number of errors in one category, and n is the total number of errors produced by Micro Teaching students. It was derived from the calculation of total errors of all types of errors. By adding the number of errors in one category and dividing it by the total number of errors and was multiplied by 100, the researcher obtained the frequency of a categorized errors in percentage. From the calculation of the frequency distribution, the researcher then discovered the biggest frequency of errors and the lowest frequency of errors. The researcher then ranked the percentage from high to low to help interpret the findings. Table 3.4 shows the example of the percentage rank from high to low.
Table 3.4 The Percentage Rank from High to Low Category Percentage (P)
A B C Etc
34 % 27% 20%
answer the second question, the researcher selected those which percentage exceed 25% to explain the global source of errors. This number showed the degree of difficulty the respondents have. The respondents had quite high difficulty toward a criterion if the percentage is above 25%. However, if the number is under 25%, the respondents had less difficulty toward such criterion. 4. Description and Analysis
After following the various steps as described above, the researcher then described the finding by analyzing the data based on the percentage calculated. The analysis elaborated reasons of why the utterances deviated from formal Standard English. To help the researcher analyze the error, in some cases, the analysis included the process of meaning interpretation, which was translating the wrong utterances in English into Indonesian as the respondents’ second language.
3.5 Research Procedure
There were some steps to take in order to make this research run smoothly starting from the selection of the topic up to the thesis report.
1. The researcher selected a topic related to the present phenomenon observed in the Micro Teaching class year 2010/2011.
2. The researcher conducted a library study to look for the related literature review. This was carried out earlier to limit the area of research before going further.
before entering the class. The researcher, afterwards, continued to ask for the respondents’ permission for the video recording. Having the permission, the researcher copied the video with the help of the room staff.
4. The researcher started processing the data by first transcribing the recordings. The errors observed were then identified and highlighted before being processed further.
5. The identified errors were firstly sorted out according to its type and put into the table of frequency of distribution of errors. Secondly, the errors were sorted out according to its source of errors and put into table frequency distribution of sources of errors. However, errors were not displayed in the analysis thoroughly. For the complete lists, see appendix A for the lists of errors and appendix B for the lists of sources of errors.
6. After being sorted, the researcher calculated the findings in percentage and analyzed them by the use of criteria in Table 3.4 to help interpret the acquired findings.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of both the data presentation and the discussion of the
research findings. There are two sections presented in this chapter. The first
section (1), which is the answer to the first research question, concerns with the
types of errors made by the respondents. The second section (2), which answers
the second research question, deals with the possible sources of errors.
4.1 The Types of Errors
This part involves the data presentation of the frequency distribution of
errors and the discussion of the findings.
4.1.1 Data Presentation
From 19 respondents, there were observed 309 utterances which within
contain syntactic and/or morphological errors. The errors found consist of two
parts. The first, as much as 89.2%, is errors which have a single error within an
utterance (seen in Table 4.1) and the second, as much as 10.8%, is errors which
have multiple errors within an utterance (seen in Table 4.2). Table 4.1 represents
the types of errors, the subtypes of errors and their examples. In this table, each
example in each column represents error in its type. The thorough examples of the
Table 4.1 The Classification of Errors and Their Examples wrote in the right order? hurry, so you write a memo to your
mother …..
4.7
(ii) Addition of a/an
before title of
(iii) Addition of a/an before plural countable noun
* As a SMK
Pariwisata students, class third class, ...
(iv) Missing of a/an those board will be for group two
Errors
Please put the check in this column! then you answer the second questions.
(iii)Wrong formation of plural noun
I think three mans here are one group and Angga.
(i) Failure to attach
inflection -s
She ask me to give her a chicken steak
5.4 wants to share about the latest news or the latest gossip
Errors
is listen the sentence and …
Where it take place?
(iii) Difficulty in
If you are graduate from here later, you will …
7.5
(ii) Passive auxiliary
missing
What expression used in this dialog?
Errors
You can included it
or not 0.4 the result of your discussion to your
When the party will be held?
(iii) Wrong order of perfect auxiliary with subject
What we have learn today, class?
(i) Incorrect order of
Errors
Errors
Because this is the case, so you will know what to do after you read this
case. 1.1
Total 100
4.1.2 Discussion
Table 4.1 provides a general illustration of errors made by the respondents.
The errors found were in the categories of word formation, preposition, auxiliary
systems, transformations, English sentence structure, passive sentences, sentential
complements, gerunds and infinitives, and conjunctions. The discussion of each
category was as follows.
4.1.2.1 Word Formation
The biggest number of errors is word formation with 38.1%. Almost half of
the total errors were found in this category. Being subdivided into a smaller
errors on incorrect plural noun. The examples of errors in the domain of incorrect
plural nouns are seen in Table 4.2.
Table 4.2 Errors Belonging to Incorrect Plural Noun
1G (i) * I want to ask you some question.
(ii) * After one minute, I will show the second question and then you
answer the second questions.
(iii)* I think three mans here are one group and…
The majority occurred errors under word formation is an omission of plural
marker -s for plural countable nouns as seen in example 1G(i). The contrastively
different errors were also found as a result of an addition of -s for singular nouns
as seen in 1G(ii). The previous errors belong to errors in minimal requirements
which are so-called ‘concord’. As the name replies, ‘minimal requirements’ is a
fundamental learning in English. Basically, second language learners have
adopted the knowledge of singular and plural since the first learning of English.
Hence, the errors that the respondents produced are not the products of lack of
knowledge, yet they are the products of their carelessness to the application of
rules. The last errors which occurred in this domain was a misformation of
irregular plural nouns as in 1G(iii), where man was incorrectly pluralized into
mans. Some nouns cannot be pluralized simply by adding suffix -s. However,
some exceptions occur for nouns like woman to be women, leaf to be leaves, and
mouse to be mice. These alterations are not explicitly explainable, which made them confused to memorize such pluralization of irregular nouns. The learners
The second largest subcategory under word formation is incorrect past
participle. It is as much as 5 %. Table 4.3 shows errors which emerge as the result
of the failure to form past participle.
Table 4.3 Errors Belonging to Incorrect Past Participle
1D (i) * Have you prepare it?
(ii) * Has group one wrote in the right order?
Examples 1D indicated the respondents’ difficulty in forming perfective
utterances by the antecedent perfective auxiliary has/have. In most cases, the
respondents did not change the main verb pattern following the auxiliary into the
correct form of past participle. The deviant forms of past participle, in this case,
referred to an omission of -ed for irregular past verb as in 1D(i) and a wrong
substitution of simple past for past participle as in 1D(ii). The misformation of
irregular past verbs noted by the researcher was basically due for two reasons: (1)
the respondents were unable to pronounce the explosion of -ed verb, which
resulted in a listening of as simple non-past verb (infinitive), and (2) the
respondents were confused about the irregular verbs which have two or three
forms, such as bring – brought – brought (two forms) and write – wrote – written
(three forms). However, the researcher decided that errors included those
utterances which were pronounced incorrectly that made the utterances become
ungrammatical.
Above all, the biggest number of mistakes is the substitution of simple
object]in declarative word order or [have + subject + simple present + object]in
question word order. However, errors also occurred due to a mismatch of the
perfective auxiliary have/has with simple past verb, as seen in example 1D(ii).
The formation they adopted was [subject + have + simple past + object] in
declarative word order or [have + subject + simple past + object]in question word
order.
The third largest share is on incorrect third person singular. The respondents
showed their difficulty in forming verb following third person singular by making
errors as much as 5.4 %. The errors are representatively seen in Table 4.4.
Table 4.4 Errors Belonging to Incorrect Verb after Third Person Singular
1I (i) * She ask me to give her a chicken steak.
(ii) * You have to see which person who do that action.
Errors also occurred in subject-verb agreement. In this case, the respondents
frequently did not attach inflection -s/es into the verb after third person singular.
One of the errors corresponded to subject-verb agreement was represented by
example 1I(i), where the simple present verb was formed as a single free
morpheme without any inflectional and derivational process. Such errors were the
results of their failure to attach -s/es into the following verb after third person
singular. Another deviancy also occurred due to a wrong selection of verb do
-form as the main verb, which selected do to substitute does, after third person
singular as in 1I(ii). This is a product of overgeneralization. Basically,
